Enhancing third-grade student' mathematical problem solving with self-regulated learning strategies.

• Lynn S. Fuchs ^[1] ; Douglas Fuchs ^[1] ; Karin Prentice ^[1] ; Mindy Burch ^[2] ; Carole Hamlett ^[1] ; Rhoda Owen ^[3] ; Katie Schroeter ^[1]
  1. [1] Vanderbilt University

     Vanderbilt University

     Estados Unidos

     
  2. [2] Trevecca Nazarene University

     Trevecca Nazarene University

     Estados Unidos

     
  3. [3] University of North Dakota

     University of North Dakota

     City of Grand Forks, Estados Unidos

     

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• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 2, 2003, págs. 306-315
• Idioma: inglés
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• Resumen

  • The authors assessed the contribution of self-regulated learning strategies (SRL), when combined with problem-solving transfer instruction (L. S. Fuchs et al., 2003), on 3rd-graders' mathematical problem solving. SRL incorporated goal setting and self-evaluation. Problem-solving transfer instruction taught problem-solution methods, the meaning of transfer, and 4 superficial-problem features that change a problem without altering its type or solution; it also prompted metacognitive awareness to transfer. The authors contrasted the effectiveness of transfer plus SRL to the transfer treatment alone and to teacher-designed instruction. Twenty-four 3rd-grade teachers, with 395 students, were assigned randomly to conditions. Treatments were conducted for 16 weeks. Students were pre- and posttested on problem-solving tests and responded to a posttreatment questionnaire tapping self-regulation processes. SRL positively affected performance. (PsycINFO Database Record (c) 2016 APA, all rights reserved)